The Impact of Reflective Reciprocal Teaching on Iranian Intermediate EFL Learners’ Academic Self-Concept

Document Type : Research article

Authors

1 Ph.D. Candidate of TEFL, Department of English, College of Literature, Humanities, and Social Sciences, Science and Research Branch, Islamic Azad University, Tehran, Iran

2 Associate Professor of TEFL, Department of English, Tabaran Institute of Higher Education, Mashhad, Iran.

Abstract

The present research sets out to examine the impact of reflective reciprocal teaching (RRT) as a mode of instruction on the academic self-concept of Iranian English as a foreign language (EFL) learners. To this end, three classes comprising 100 EFL learners majoring in English teaching were selected according to convenience sampling and designated as the reciprocal teaching (RT) group, the reflective reciprocal teaching (RRT) group, and the control group. A mixed-method approach and a quasi-experimental design with a pretest, treatment, and posttest paradigm were utilized in the present study. In the quantitative phase, the data were gathered via the academic self-concept inventory. The descriptive statistics and ANOVA results indicated the significant impact of the RRT on the learners’ academic self-concept. Also, qualitative investigation of the learners' perceptions via semi-structured interviews and content analysis revealed their positive perceptions regarding this mode of instruction. Taken together, it appears that the significant others (teacher and peers) role and instruction have the main contribution to the learners' self-beliefs. The results of the intervention program, in turn, generate a new outlook on all teaching, learning, and assessment processes. They also provide suitable grounds for improving psychoeducational constructs besides learners' cognitive and regulatory skills.

Keywords

References

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Journal of Language Horizons
Volume 7, Issue 3 - Serial Number 17
December 2023
Pages 115-147

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